Black Girls and School Discipline: The Role of Teacher's Race, Pubertal Development, and Discipline Philosophy on Discipline Decisions

被引：3

作者：

Blake, Jamilia J. ^{[1
]}

Jackson, Lyric ^{[1
]}

Ruffin, Naomi ^{[1
]}

Salter, Phia ^{[2
]}

Li, Haoran ^{[1
]}

Banks, Courtney ^{[3
]}

Williams, Kayce Solari ^{[4
]}

机构：

[1] Texas A&M Univ, College Stn, TX 77843 USA

[2] Davidson Coll, Davidson, NC 28036 USA

[3] Sam Houston State Univ, Huntsville, TX 77340 USA

[4] Univ Houston, Houston, TX USA

来源：

JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS | 2022年 / 30卷 / 02期

关键词：

Black girls; school discipline; racial disproportionality; discipline sanctions; AFRICAN-AMERICAN; EXCLUSIONARY DISCIPLINE; RACIAL CLIMATE; STUDENTS; ACHIEVEMENT; BEHAVIOR; EXPECTATIONS; SUSPENSION; OUTCOMES; CONTEXT;

D O I：

10.1177/10634266221077896

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this study was to examine whether school discipline sanctions issued to female students are attributed to their racial background and developmental status and if this relation differs by teacher's racial/ethnic background and discipline philosophy. Drawing from a sample of 515 practicing educators from the United States, an experimental design was employed to examine if teacher's discipline decision-making differed by student's race, student's developmental status, and teacher's racial/ethnic background and discipline philosophy. Results suggest that teacher's racial/ethnic background and discipline philosophy were the most salient predictors of discipline severity. Implications for future research on school discipline and Black girls are discussed.

引用

页码：128 / 137

页数：10

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